Eficácia de intervenções educativas como estratégia de ensino-aprendizagem sobre a irrigação de colostomia

Abstract

Introduction: There are a number of strategies that can be used in the teachinglearning process of undergraduate nursing students, among them the expository dialogue and clinical simulation. In nursing care, the person with intestinal ostomy and the colostomy irrigation procedure can be used these two methodologies. Therefore, the objective was to analyze the effectiveness of educational interventions as a teaching-learning strategy on the colostomy irrigation procedure. Method: Randomized, experimental study, in which the participants were randomly divided into a control and an experimental group. The knowledge analysis was done through the application of an instrument containing 10 questions in three stages: pre-test, post-test and retention test. Both groups received materials for prior reading. For the control group, an expository class was given, with a dialogue about the colostomy irrigation procedure, and for the intervention group, clinical simulation was performed. Data analysis was performed using the SPSS 20.0 program, using descriptive and inferential statistical analysis, using the Chi-square test and the Mann-Whitney test. The study was approved by the Research Ethics Committee of the Federal University of Rio Grande do Norte and Certificate of Presentation for Ethical Appreciation 02977518.8.0000.5537. Results: In the literature review stage, the final sample consisted of 5 articles. As for the technical aspects brought by the literature, most articles bring information about the frequency of irrigation, time of the entire procedure, the volume of water and the time of water infusion. With regard to validation, the knowledge analysis instrument had a Content Validity Index greater than or equal to 0.96 and the clinical simulation scenario on the irrigation procedure, Content Validity Index greater than or equal to 0.87 , being considered validated. There were no statistically significant differences between the control and experimental groups in the pre-test (p = 1,000), or in the post-test (p = 0.846); and in retention, performed thirty days after the intervention, better scores were observed in the intervention group (mean 9.00) compared to the control group (mean 7.63) and with statistically significant differences p = 0.015. Conclusion: The study showed that both strategies were effective. The expository class dialogued was effective, however, the clinical simulation obtained higher scores in the long term, in retention. The contributions are related to the development of validated instruments that can be used in the future by the academic community on colostomy irrigation.